Primary

APPENDIX C PROGRAM PLANNING

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A Year at a Glance: Division Primary (Sample)

September STRAND A: Active Living Active Participation, Daily Physical Activity, Safety Fitness Building Unit: Fitness Unit: Fitness: Repeat Unit: Team Building Unit: Choreographed Dance Unit: Gymnastics Unit: Skipping Unit: Parachute Unit: Creative Movement Unit: Creative Movement with Equipment October November December January February March April May

Appendix C1
June

STRAND B: Movement Competence: Skills, Competence, Strategies Cooperative Games Dance Gymnastics Skipping Track and Field Target Net/Wall Striking/Fielding Territory STRAND C: Healthy Living Healthy Living Unit: Making Healthy Choices Unit: Understanding Health Concepts and Making Connections for Healthy Living Unit: Territory Unit: Territory Unit: Net/Wall Unit: Net/Wall Unit: Striking/ Fielding Unit: Welcome to the Gym Unit: Outdoor

Unit: Track and Field Unit: Target Games

Living Skills

Note: Use Year at a Glance, together with Expectations Grid, to ensure all grade expectations are taught and assessed. Adapt the order and plan based on facility, timetable and needs of students. Use blank template to create your own plan. Include an opportunity for moderate to vigorous activity on a daily basis. Ophea 2010

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A Year at a Glance (Blank) Divison:

September STRAND A: Active Living Active Participation, Daily Physical Activity, Safety Fitness Building STRAND B: Movement Competence: Skills, Competence, Strategies Cooperative Games Dance Gymnastics Track and Field Target Net/Wall Striking/Fielding Territory STRAND C: Healthy Living Healthy Living October November December January February March April May

Appendix C2

June

Living Skills

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Fundamental Principles in Health and Physical Education Implementation Checklist

Appendix C3

The following questions may be helpful for teachers as they reflect on your implementation of each of the fundamental principles. Approach School, Family, and Community Support 1. 2. 3. 4. 5. 6. 7. 8. 1. 2. 3. 4. Does the H&PE program offer a wide variety of activities and differentiated strategies to accommodate all learners? Do adults in the school act as role models? Do the students feel safe and supported in the school? Do community organizations collaborate with staff and students on school initiatives? Does the built environment encourage physical activity? Are there opportunities for staff and administration to participate in professional learning? Is there a culture of mutual respect in the school? Does the school have access to a variety of community resources? Are students given frequent and varied opportunities to be active and engaged? Do all students have opportunities to build their fitness and develop the habit of regular physical activity by participating in moderate to vigorous physical activity every day? Do students have opportunities to take part in kinesthetic experiences that help them learn about their bodies and experience the joy of movement? Do students have numerous opportunities to improve their skills through practice and physical exploration? Is instruction designed to ensure a positive experience in a safe environment for all students? Are all school board safety guidelines followed? Are activities being modified as required to ensure that all students are included? Is exercise presented as a positive and healthy experience rather than being used as punishment? Does the program restrict activities in which students may be eliminated from play, and thereby deprived of opportunities to participate, practice, and improve? Are teams designed in ways that are inclusive and fair, avoiding potentially insensitive methods of selection (e.g., having teams chosen by student captains)? Are students diverse backgrounds taken into account when health topics are introduced, to ensure that discussions have personal relevance and that topics are addressed with sensitivity? Are program activities and instruction differentiated to provide all students with relevant and engaging learning experiences, so that all students can experience success? Are the activities adaptable to meet diverse individual needs and abilities? Are instructions clear and succinct and delivered at intervals and throughout the lesson in order to allow for maximum activity and learning? Are knowledge, skills and strategies presented in a progression that is appropriate for the developmental level of all students? Are modified and small-group activities used often to allow for maximum participation? YES SOMETIMES NO Y Y Y Y Y Y Y Y Y Y Y Y S S S S S S S S S S S S N N N N N N N N N N N N

Physical Activity as the Vehicle for Learning

YES SOMETIMES NO

Physical and Emotional Safety 1. 2. 3. 4. 5. 6. 7.

YES SOMETIMES NO Y Y Y Y Y Y Y S S S S S S S N N N N N N N

Student-Centred, Skill-Based Learning 1. 2. 3. 4. 5.

YES SOMETIMES NO Y Y Y Y Y S S S S S N N N N N

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Fundamental Principles in Health and Physical Education Implementation Checklist - contd...Appendix C3

Student-Centred, Skill-Based Learning 6. Are students given opportunities to make choices and to adapt the boundaries and level of challenge of activities, the type of equipment used, group sizes and other features, as well as to choose topics for discussion? Are students actively involved in discussing and clarifying criteria for learning? Are questioning techniques being used to reveal meaning and to encourage student engagement in, reflection about and sense of responsibility for learning? Are individual students experiencing the optimal degree of challenges in their learning, with tasks that are not too difficult and not too easy? Does the program integrate learning in health education and learning in physical education in a way that helps students understand that both are essential for healthy, active living? Are a variety of activities presented throughout the year and over the course of a students experiences in the program? Does instruction make use of real-life examples, field trips and communication with parents, community members and elders so that students learning in health and physical education is reflected and reinforced in both home and community environments? YES SOMETIMES NO Y Y Y S S S N N N

7. 8.

Balanced, Integrated Learning with Relevance to Students Lives 1. 2. 3. 4.

YES SOMETIMES NO Y Y Y Y S S S S N N N N

Area(s) of Strength: Next Steps:

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Foundations for a Healthy School Framework

Ideas and Shared Practices:

Appendix C4

Components
Descriptions

High-Quality Instruction and Programs

Quality instruction provides students with a wide range of opportunities to learn, practice and demonstrate knowledge and skills related to living a healthy life. Programs offered during the instructional day often lay the foundation for other activities done outside instructional time. Quality programs also include opportunities for teachers and school administrators to participate in professional learning opportunities.

A Healthy Physical Environment

A safe and healthy physical environment improves the conditions for learning. The physical environment includes the school building and grounds, routes to and from the school and materials and equipment used in school programs.

A Supportive Social Environment

A supportive social environment has a positive impact on students learning. Many practices within a school foster such an environment. Students, teachers, and parents can benefit from the support provided, which may be formal (e.g., school policies, rules, clubs or support groups) or informal (e.g., unstructured peer interaction or free play).

Community Partnerships
Community partnerships provide access to resources and services available to support staff, students, and families in the development and implementation of healthy schools initiatives. Various organizations can deliver services within the school setting, including public health.

Current Ministry of Education and Ministry of Health Promotion Initiatives

Daily physical activity Specialist teachers Swim to Survive program

Vending machines with healthy foods and beverages Anaphylaxis prevention Eat Smart! cafeteria program (MHP)

Northern Fruit and Vegetable Pilot Program (MHP) Smoke-Free Ontario Act

Community use of facilities Active and Safe Routes to School (MHP)

HEALTH-RELATED TOPICS Healthy Eating

Establishing a schoolwide healthy eating month Coordinating the healthy eating lessons taught in each grade Having teachers, school administrators, and student representatives attend a healthyeating conference

Establishing a healthy menu for the school lunch program Purchasing a refrigerator for storing healthy food during the school day Starting a school garden and planting fruits and vegetables in it

Developing healthy eating guidelines Including healthy eating tips in each months school newsletter Offering a healthy lunch/snack program

Establishing a subcommittee of the school council to focus on making healthy foods and beverages a priority in the school Offering a breakfast program in cooperation with the local grocery store Having a public health nurse or dietitian provide a lunchand-learn session for staff and parents on packing healthy lunches and snacks

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Foundations for a Healthy School Framework - continued...

Physical Activity

Appendix C4
Coordinating a walking Wednesday program with support from school staff, students, and community partners (e.g., a seniors group) Partnering with a local high school to offer a physical fitness club Establishing a partnership with a local university to research the impact of the physical activity program on student achievement Partnering with the local youth centre to provide programs in conflict resolution and development of self-esteem Providing training on bullying prevention to parents at the school council meeting Coordinating community volunteers as mentors for students

Providing staff training on physical activity during a professional development day Developing class timetables that include daily physical education for all classes in the school Providing programs that include a wide ranges of physical activities

Providing physical activity equipment for all classes to use outdoors during recess and lunch breaks Converting an unused room in the school into a physical fitness centre Purchasing bicycle racks and painting lines on the playground pavement for games (e.g., such as hopscotch) to promote an active lifestyle Making the playground a bullyfree zone Allocating supervision to high-risk areas of the school Creating a mural to affirm the school as a bully-free zone

Organizing intramural programs for the students Training student leader to lead other students in physical activities during breaks Organizing school events that require physical activity (e.g., a fitness day)

Bullying Prevention

Adopting a schoolwide bullying prevention program Embedding the program within the school improvement and Student Success planning processes Purchasing new resources that meet the needs of the school

Establishing a diversity club to provide students with an opportunity to discuss ways to make all students feel welcome in the school Creating a process whereby all students can feel safe reporting bullying incidents Hosting an event for staff and board officials to celebrate students artistic presentation of bullying prevention messages

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Foundations for a Healthy School Framework - continued...

Personal Safety and Injury Prevention

Appendix C4
Providing information on a range of safe practices for the home, school, and community on the school website Establishing a school community to identify key safety messages and community partners who can provide support in specific safety areas Providing students with the resources to work with parents and other family members to develop and implement a fire safety plan for their home Developing and enforcing a school drug policy in collaboration with public health personnel and other community partners Providing an opportunity for students to spend a day at a regional centre for a presentation on substance use and abuse Offering a parents night in collaboration with the police to address issues concerning substance use

Coordinating a school-wide presentation on water safety Planning monthly safety presentations to address specific issues throughout the year (e.g., water safety in May) Having students write and perform skits about safe practices to encourage them to use safe practices Provide coop students with training on workplace safety

Inspecting facilities and equipment for safety Highlighting safe practices by displaying posters depicting then and installing signs in high-risk areas of the school Establishing the parking area as a noidling zone

Training peer mediators who are accessible inside and outside the school Communicating safety messages at school assemblies and over the PA system Establishing a consistent set of safety procedures and resources

Substance Use and Abuse

Developing consistent messages for implementing a school-wide substance use and abuse program Presenting ageappropriate information on the effects of drug use at an assembly for a specific grade Providing in-service training for teachers and administrators on signs of drug use and appropriate responses

Establishing an action plan/protocol to monitor school areas for signs of drug use Using resources and learning materials that depict healthy choices Putting up posters in the school to promote the advantages of substance-free living

Identifying resources available for students to enable them to seek help for themselves and others Empower students to organize and run a smoking cessation program at the school Implementing discipline strategies that provide support for students with addictive behaviours

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Foundations for a Healthy School Framework - continued...

Healthy Growth and Development

Appendix C4
Working cooperatively with community partners to provide adequate services regarding child welfare Providing information to parents about the services in the community that are available to support personal learning Providing information to parents about the topics covered in the curriculum prior to the teaching of the unit

Participating in a school board project on the implementation of resources on healthy growth and development Developing a committee to discuss effective teaching methods for encouraging healthy growth and development Inviting public health nurses to help teach lessons on healthy growth and development

Developing guidelines to ensure that materials used and presented in the school are representative of the diverse makeup of the school Providing students with a safe area where they can discuss concerns with a trusted staff member Designing change room facilities, with student input, that take into account dignity and selfesteem

Organizing a parent evening to discuss topics related to healthy growth and development and their connection with the curriculum Reviewing school guidelines related to growth and development to ensure that they are current and that they meet the diverse needs of the students Communicating information on healthy growth and development to students and parents about available programs and support Providing students with information and training on mental health and with an opportunity to plan and organize a committee to address mental health issues in the school Sending out a student and/or parent survey to establish the areas of mental health that need to be focused on in the school Establishing a protocol to ensure that mental health resources used are consistent with the messages of the school and board

Mental Health

Identifying areas of the curriculum where mental health can be taught throughout the year Providing staff inservice training on recognizing signs and symptoms and using appropriate intervention strategies when dealing with issues about mental health Providing programming that does not stigmatize mental disorders and that promotes positive healthy behaviours

Establishing an area in the school for students to participate in physical activity and clubs, especially during the winter months Developing a resource section in the library for teachers/parents with a range of books and materials about mental health Establishing a schoolbased health centre

Establishing a school council committee to discuss and coordinate mental health initiatives in the school and community Providing information from community partners in the school newsletter for parents Providing access to researchers to examine mental health issues and support available in the school

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Foundations for a Healthy School Framework - continued...

Other

Appendix C4
Establishing a healthy schools committee made up of the principal, teachers, students, parents and community partners Hosting an annual wellness fair with student presentations on health-related topics and with booth and presentations from community partners

Identifying areas of the curriculum that are related to healthy living topics, and introducing health concepts in all areas of the curriculum Providing a summative assessment task for students that focuses on their ability to make healthy choices in health related scenarios

Establishing an information bulletin board in the school to promote monthly health themes, upcoming school events and community programs

Establishing a student club made up of representatives from each grade to provide input and suggestions on health-related topics in the school Training Student Success teams to address issues related to wellness and health

Adapted from Foundations for a Healthy School, Ontario Ministry of Education Queens Printer for Ontario, 2009. Reproduced with permission

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Unit Overview (Template)

Appendix C5

UNIT OVERVIEW
Unit of Study: WHAT WILL THE STUDENTS LEARN? Summary Key Questions: Grade:

Curriculum Expectations

HOW WILL I KNOW WHAT THE STUDENTS HAVE LEARNED? Assessment of Learning: Assessment for Learning:

HOW WILL ASSESSMENT AND INSTRUCTION BE ORGANIZED FOR LEARNING? Lesson Lesson 1: Lesson Name By the end of this lesson students will be able to: Checkpoint 1: Know before you go

Checkpoint 2:

Lesson 2: Lesson Name By the end of this lesson students will be able to:

Checkpoint 1:

Checkpoint 2:

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Unit Overview (Template) - continued...

Lesson 3: Lesson Name By the end of this lesson students will be able to: Checkpoint 1:

Appendix C5

Checkpoint 2:

Lesson 4: Lesson Name By the end of this lesson students will be able to:

Checkpoint 1:

Checkpoint 2:

Lesson 5: Lesson Name By the end of this lesson students will be able to:

Checkpoint 1:

Checkpoint 2:

Lesson 6: Lesson Name By the end of this lesson students will be able to:

Checkpoint 1:

Checkpoint 2:

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Sample Teaching Learning Critical Pathway for Grade 5 Healthy Living: Awareness + Action = Power: Understanding Health Concepts. Making Connections for Healthy Living
TLCP Planning Template
* job-embedded PD interwoven throughout the pathway process
1. What does our data tell us? Students are not making connections between their choices and what influences them. Identify an area of greatest need. The impact media and advertising has on their choices.

Appendix C6

First Stage: Setting Up the TLCP

2. Build a cluster of expectations (from all strands) which addresses this area of need. Key expectations: H&PE: 1.5, C1.1, C3.1, C3.2, C3.3 Supplemental expectations: H&PE: 1.2, 1.3 Language - Media Literacy: 1.2, 1.3, 3, .4

12. Record data - Reflect on Practice Celebrate Success Plan next steps *student interventions *next cycle

3. Big Idea/Critical Contextual Focus School/Division Big Idea: How do your actions impact yourself, others and the world? Health and Physical Education Major Focus: Making connections between how their choices and behaviours affect their own and others health and well-being (expectation 1.5, C1.1, C3.1, C3.2, C3.3) Ophea Grade Unit: Grade 5 - Making Connections for Healthy Living

Third Stage: Outcomes of the TLCP

11. Complete Culminating Task Teacher Moderation

10. Share evidence of student learning.

Teaching Learning Critical Pathway Grade 5: Awareness + Action = Power: Understanding Health Concepts. Making Connections for Healthy Living

4. Design a Culminating Task Culminating tasks: Health Unit project - see attached Create a Pre-test/Diagnostic Assessment: Students will examine three ads (milk, fast food, and MADD) then answer the following question: How does media influence your decisions and choices around living a healthier life style?

9. Explicitly teach during the pathway, embedding Gradual Release

Explicit feedback to students through daily assessment for learning.

5. Identify instructional decisions, high yield strategies, & resources for students & teachers Use the Ophea Grade 5 - Making Connections for Healthy Living Unit Students will use Critical Literacy, Gradual Release, DI, Higher Order Questioning, Accountable Talk, and Instructional Intelligence strategies.

Second Stage: TLCP Action

8. Plan a learning block and build collective understanding about how you are going to teach it (approximately 6 weeks).

6. Record baseline data & set student progress targets

7. Develop a common instructional rubric and revisit criteria and instructional decisions.

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Grade 5 Healthy Living: Awareness + Action = Power: Understanding Health Concepts. Making Connections for Healthy Living - continued...

Appendix C6

TLCP Task: Making Connections for Healthy Living Culminating Task You have been hired by the local Health Unit to design a way to inform your peers of all the ways their choices and behaviours affect both themselves and others. You must also make them aware of the factors in the world around them that affect their own and others health and well-being. Be creative in your presentation. TLCP Assessment: Making Connections for Healthy Living Achievement Chart

Categories
Understanding of content describe how advertising and media influences affect food choices explain how a persons actions can affect the feelings, self-concept, emotional well-being and reputation of themselves and others identify personal and social factors that can affect a persons decision to drink alcohol at different points in his or her life

Level 1
The student: demonstrates limited understanding of content

Level 2

Level 3

Level 4

Knowledge and Understanding Subjectspecific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding) demonstrates some demonstrates understanding of considerable content understanding of content demonstrates thorough understanding of content

Thinking The use of critical and creative thinking skills and/or processes Use of critical/creative thinking process use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting goals, analyzing and solving problems, making decisions and evaluating their choices in connection with learning in health uses critical/ creative thinking processes with limited effectiveness uses critical/ creative thinking processes with some effectiveness uses critical/ creative thinking processes with considerable effectiveness uses critical/ creative thinking processes with a high degree of effectiveness

Communication The conveying of meaning through various forms Communication for different audiences and purposes and in oral visual, and/or written form communicate effectively, using verbal or non-verbal means, as appropriate, and interpret information accurately as they acquire knowledge and skills related to healthy living communicates for different audiences an purposes with limited effectiveness communicates for different audiences an purposes with some effectiveness communicates for different audiences an purposes with considerable effectiveness communicates for different audiences an purposes with a high degree of effectiveness

Application The use of knowledge and skills to make connections within and between various contexts Making connections within and between various contexts make connections that relate to health and well-being how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others health and well-being makes connections within and between various contexts with limited effectiveness makes connections within and between various contexts with some effectiveness makes connections within and between various contexts with considerable effectiveness makes connections within and between various contexts with a high degree of effectiveness

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Sample Teaching Learning Critical Pathway for Grade 7 Movement Competence: Striking and Fielding Games
TLCP Planning Template
* job-embedded PD interwoven throughout the pathway process
1. What does our data tell us? Students are struggling with the overhand throw. Identify an area of greatest need. After using the overhand throw checklist the area of greatest need is the throwing action phase. 2. Build a cluster of expectations (from all strands) which addresses this area of need. Key expectations: H&PE: B1.3, B1.4 Supplemental expectations: H&PE: 1.1, 1.2, A1.1

Appendix C7

First Stage: Setting Up the TLCP

12. Record data - Reflect on Practice Celebrate Success Plan next steps *student interventions *next cycle

3. Big Idea/Critical Contextual Focus School/Division Big Idea: Perseverance (expectations 1.1 and 1.2) Health and Physical Education Major Focus: Throwing accurately to a partner or target (expectations B1.3, B1.4) Ophea Grade Unit: Grade 7 - Striking and Fielding

Third Stage: Outcomes of the TLCP

11. Complete Culminating Task Teacher Moderation

Teaching Learning Critical Pathway Grade 7: Striking and Fielding Games

4. Design a Culminating Task Culminating tasks: Lesson 7 of the unit - Modified Softball Create a Pre-test/Diagnostic Assessment: Overhand Throw Checklist will be used for the pre-test and diagnostic assessment

10. Share evidence of student learning.

9. Explicitly teach during the pathway, embedding Gradual Release

Explicit feedback to students through daily assessment for learning.

5. Identify instructional decisions, high yield strategies, & resources for students & teachers Use the Ophea Grade 7 - Striking and Fielding Unit with greater focus and specific teaching on the overhand throw, especially the action phase. Students will give each other feedback and use self-assessment throughout the unit.

Second Stage: TLCP Action

8. Plan a learning block and build collective understanding about how you are going to teach it (approximately 6 weeks). Use the lessons from the Ophea and add more specific teaching of the action phase of the overhand throw.

6. Record baseline data & set student progress targets

7. Develop a common instructional rubric and revisit criteria and instructional decisions.

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Sample Teaching Learning Critical Pathway for Grade 7 Movement Competence: Striking and Fielding Games - continued...
TLCP Task: Overhand Throw Movement Skill Checklist

Appendix C7

Specific Expectations
B1.3 - send, receive, and retain a variety of objects, while taking into account their position and motion in relation to others, equipment, and boundaries, while applying basic principles of movement. [PS, IS] B1.4 - demonstrate an understanding of the phases of movement (i.e., preparation, execution, follow-through), and apply this understanding to the refinement of movement skills as they participate in a variety of physical activities. [PS]

Success Criteria
Application B1.3, B1.4 Overhand Throw Preparation: 1. side facing 2. opposite arm used for balance and direction 3. weight on the back foot (same foot as throwing arm) 4. arm flexed at elbow 5. elbow held at shoulder height or higher 6. throwing hand behind head to make a W-shape with arms and body, shoulder drops slightly 7. eyes on the target Application B1.3, B1.4 Overhand Throw Throwing Action: 1. foot opposite to throwing hand steps forward 2. hips rotate first then the upper body 3. elbow leads throw, forearm drops and rotates, thumb points down 4. weight is transferred from back foot to front foot 5. toes point out at the target, allowing hips and shoulders to open to the target 6. release ball just in front of head Got It 1, 2, 4 Still Working on It 3, 5, 6 1 Application B1.3, B1.4 Overhand Throw Follow-Through: 1. point throwing hand to target 2. throwing hand drops down and points toward the opposite knee

Student Names
Jasmine

Got It 1, 3, 4, 5

Still Working on It 2, 6, 7

Got It

Still Working on It 2

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Sample Teaching Learning Critical Pathway for Grade 7 Movement Competence: Striking and Fielding Games - continued...

Appendix C7

TLCP Task: Movement Competence Culminating Task Use the Ophea Grade 7 Striking and Fielding Unit with greater focus and specific teaching on the overhand throw, especially the action phase. TLCP Assessment: Movement Competence Achievement Chart

Categories
Knowledge of content sends a variety of objects, while taking into account their position and motion in relation to others, equipment and boundaries, while applying basic principles of movement Understanding of content demonstrates an understanding of the phases of movement (i.e., preparation, execution, follow-through) and applies this understanding to the refinement of movement skills as they participate in a variety of physical activities

Level 1
The student: demonstrates limited knowledge of content

Level 2

Level 3

Level 4

Knowledge and Understanding Subjectspecific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding) demonstrates some knowledge of content demonstrates considerable knowledge of content demonstrates thorough knowledge of content demonstrates thorough understanding of content

demonstrates limited understanding of content

demonstrates some demonstrates understanding of considerable content understanding of content

Thinking The use of critical and creative thinking skills and/or processes Use of critical/creative thinking process takes responsibility for improving a skill by breaking it down, getting feedback on the way they perform each part and working on parts that need improvement demonstrates how to refine movements by adjusting body position during the preparation, execution and followthrough stages of an action uses critical/ creative thinking processes with limited effectiveness uses critical/ creative thinking processes with some effectiveness uses critical/ creative thinking processes with considerable effectiveness uses critical/ creative thinking processes with a high degree of effectiveness

Communication The conveying of meaning through various forms Communication for different audiences and purposes and in oral visual, and/or written form communicates effectively, using verbal or non-verbal means, as appropriate, and interprets information accurately as they participate in physical activities and develop movement competence (e.g., determines when someone is showing readiness to receive a ball, gives feedback to others) communicates for different audiences an purposes with limited effectiveness communicates for different audiences an purposes with some effectiveness communicates for different audiences an purposes with considerable effectiveness communicates for different audiences an purposes with a high degree of effectiveness

Application The use of knowledge and skills to make connections within and between various contexts

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Sample Teaching Learning Critical Pathway for Grade 7 Movement Competence: Striking and Fielding Games - continued...
Transfer of knowledge and skills to new contexts participates in a variety of modified softball and cricket activities applies knowledge and skills to new contexts with limited effectiveness applies knowledge and skills to new contexts with some effectiveness applies knowledge and skills to new contexts with considerable effectiveness

Appendix C7
applies knowledge and skills to new contexts with a high degree of effectiveness

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Blank Teaching Learning Critical Pathway Planning Template

TLCP Planning Template
* job-embedded PD interwoven throughout the pathway process
1. What does our data tell us? 2. Build a cluster of expectations (from all strands) which addresses this area of need. Key expectations: Supplemental expectations:

Appendix C8
First Stage: Setting Up the TLCP

Identify an area of greatest need. 12. Record data - Reflect on Practice Celebrate Success Plan next steps *student interventions *next cycle

3. Big Idea/Critical Contextual Focus School/Division Big Idea:

Health and Physical Education Major Focus:

Third Stage: Outcomes of the TLCP

Ophea Grade Unit:

11. Complete Culminating Task Teacher Moderation

Teaching Learning Critical Pathway Grade :

4. Design a Culminating Task Culminating tasks:

10. Share evidence of student learning. Create a Pre-test/Diagnostic Assessment: 9. Explicitly teach during the pathway, embedding Gradual Release

Explicit feedback to students through daily assessment for learning.

5. Identify instructional decisions, high yield strategies, & resources for students & teachers

Second Stage: TLCP Action

8. Plan a learning block and build collective understanding about how you are going to teach it (approximately 6 weeks).

6. Record baseline data & set student progress targets

7. Develop a common instructional rubric and revisit criteria and instructional decisions.

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School Improvement Planning Health & Physical Education Program

Appendix C9

School Improvement Plan (SIP) Goal

Increase the number of minutes of physical education time to 150 minutes.

Evidence of Need
Less than the recommended 150 minutes per week of H&PE time Lack of teacher(s) on staff with H&PE qualifications or expertise Evaluation indicates students not meeting provincial standard in fundamental movement skills and fitness Poor student performance in H&PE (report card marks, teacher observation and anecdotal comments) Evaluation indicates students not meeting provincial standard in fundamental movement skills and fitness Inadequate coverage of expected physical education content Lack of teacher(s) on staff with H&PE qualifications or expertise Inventory of equipment does not meet minimum standards (outlined in Opheas H&PE Curriculum Resources: Grades 1-8, 2010)

Improvement Strategies
Utilize all play space/utilize recreational leaders and spaces within the community Make staffing accommodations/hire teachers with H&PE qualifications Modify timetables to reflect 150 minutes of physical education weekly (including 20 minutes of DPA) Increase teachers knowledge of appropriate modifications and accommodations for English Language Learners and Special Education students Timetable physical education for 150 minutes weekly Increase teacher access to and utilize of a variety of physical education resources Recommend job embedded professional development for all teachers teaching H&PE Purchase additional equipment Integrate physical education into other subject areas Increase assessment and evaluation of all physical education expectations Purchase Healthy Living materials (e.g., markers, poster paper for anchor charts and word walls) Increase teachers access to and utilization of a variety of Healthy Living resources Increase teachers knowledge of appropriate modifications/accommodations for ELL and Special Education Recommended job embedded professional development for all teachers teaching H&PE Teachers teach to and assess/evaluate all Healthy Living expectations Teachers integrate Healthy Living into other subject areas Increase interaction with public health and other outside agencies 30% of instructional time should be allocated to health education in the timetable

Improve student achievement in physical literacy

Improve student achievement in health literacy

Poor student performance in H&PE (report card marks, teacher observation and anecdotal comments) Evaluation indicates students not meeting provincial standard in health education Inadequate coverage of expected healthy living content Lack of teacher(s) on staff with H&PE qualifications or expertise Teachers indicate lack of comfort in sensitive topics- not being taught Lack of scheduled time for the delivery of the health education curriculum (30 percent of total H&PE instructional time)

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APPENDIX C
PROGRAM PLANNING

School Improvement Planning Health & Physical Education Program - continued...

Increase opportunities for physical activity

Appendix C9

Little or no physical activity provided outside of regular PE classes (e.g., number of lunches, recess, afterschool or regular classrooms/crosscurricular activities) Low participation rates in school-based physical activities (e.g. intramurals, interschool) outside of regularly scheduled PE Teacher observation indicates lack of focus and concentration and off-task behaviours of students as a result of inactivity Teacher observation and/or pedometer tracking/ heart rate tracking indicates students have low levels of activity while on the playground

Expand physical activity offerings, such as intramurals, play days, sport days and skating parties Paint lines on the playground to provide more areas of play (e.g., four square, hopscotch) Provide funding to upgrade outdoor facilities such as play structures and basketball nets Introduce a walking school bus, bike racks or other initiatives to encourage students to be active on the way to school Provide recess equipment for each classroom Provide pedometers as a motivator Train student leaders/monitors Train students on playground games Use available resources (e.g. Opheas DPA Kits) Integrate physical education into other areas of the curriculum Provide job embedded professional development Increase opportunities for professional development to increase teacher comfort Allocate funding from PD in physical education Establish a policy for physical education attire Provide subsidies for a standard physical education uniform Increase physical education by 10 minutes to allow for changing time Provide information and resources on the value of physical education, physical activity, and healthy eating Bring professionals and key community members as role models, guest speakers (e.g., include parent audience) Follow The School Food and Beverage Policy (Policy/Program Memorandum No. 150) Encourage students to bring nutritious snacks/ lunches (e.g., Two Fruit Tuesday, Fruity Friday) Reduce amount of packaged frozen lunches, sugar, and empty calories (e.g., Litterless Lunches) Educate parents of nutritious choices/lunch (e.g., liaison with public health) Schools provide nutritious choices (e.g., milk program, partner with farm or grocery store for apples for schools) Handouts, newsletters, information sheets distributed during parent interview nights Adopt a healthy eating philosophy for advertising Establish a Health Action Committee

Improve student attitude/comfort levels in physical education

Student resistance, poor attitudes, lack of motivation toward physical education/activity (e.g., observation, checklists, student survey, curriculum expectations) Lack of teacher(s) on staff with H&PE qualifications or expertise Need to develop the progression of skills (e.g. dance) vs. skills instruction Students not changing or dressing appropriately for physical education classes

Improve healthy eating environment in school

Does not follow The School Food and Beverage Policy (Policy/Program Memorandum No. 150) No school healthy eating policy Excess garbage after lunch indicates processed/ fast food choices No snack or lunch program in operation; lack of healthy choices available in lunchroom, at school-events, for fundraising initiatives Observed student eating habits reflect lack of awareness of healthy eating choices; inadequate time and/or environment to eat lunch No connection with local public health agency

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APPENDIX C
PROGRAM PLANNING

School Improvement Planning Health & Physical Education Program - continued...

Improve support and training for H&PE teachers

Appendix C9

Observation of teacher mark book indicates lack of knowledge regarding assessment and evaluation in H&PE Teachers indicate lack of knowledge/comfort level/expertise/training in the delivery of an effective Health & physical education program Teacher indicates not using equipment (e.g., climbers) or not covering expectations (e.g., tactical solutions, transfer of weight on and off equipment) due to insufficient training Program planning indicates lack of knowledge regarding accommodations, modifications and adaptations High rate of cancellation of H&PE classes High number of referrals to office from physical education classes due to lack of established rules and routines/safety procedures

Identify a lead teacher in H&PE Provide time in the timetable for lead teacher to mentor and provide leadership to other staff (job embedded instruction, peer coaching) Provide opportunities for Professional Development for teachers Require every teacher of H&PE to attend at least two workshops per year (Opheas Kids Health Conference) Organize grade specific resource workshops with staff at beginning of school year Recommend professional development for all non-specialist teachers teaching H&PE (e.g., workshops, conferences) Allocate funding for teachers to attend provincial and national H&PE conferences (e.g., Opheas Kids Health Conference) Develop school policy regarding cancellation of H&PE classes Survey staff attitudes and needs early in school year to determine support and training required Encourage teachers to attend in-services on safety document Do regular equipment safety checks Provide easy access to Ontario Physical Education Safety Guidelines Establish and train student safety playground leaders for recess and lunch

Improve safety practices during physical activity and during physical education classes

High number of referrals to office from physical education classes due to lack of established rules and routines/safety procedures Lack of awareness and use of the Ontario Physical Education Safety Guidelines (Curricular, Interschool Athletics, Intramural) High number of referrals to the office at recess/ lunch from the playground due to unsafe/ aggressive play Safety audit of playground and H&PE facilities and equipment indicates potential dangers Principal observation of unsafe practices during H&PE classes/intramurals/interschool athletics Low participation rates/number of parent volunteers at active school events Adults in the school and community do not act as role models Minimal or no interaction or established partnerships with community groups/agencies (The Ontario Public Health Standards [2008] require public health professionals to work with school boards and schools to develop and implement health policies and to create or enhance supportive environments to address the following topics: healthy eating, healthy weights, comprehensive tobacco control, physical activity, alcohol and exposure to ultraviolet radiation.)

Improve parental awareness and community involvement in healthy school

Identify teacher representative to advocate for H&PE at school council meetings Host a health fair to disseminate health information and encourage healthy active living for the entire school community Advocate/inform parents about H&PE through a segment in newsletter

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